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Research pertaining to African-American women in academe is scant. Narrowing the focus to a specific segment of this population, such as those in the professoriate, is even more limited. Much of the available scholarship responding to the realities of African-American women’s work and lives in higher education revolves around the emotional, cultural, professional, and epistemic violence endured at the intersections of multiple systems of oppression, and the ways in which these women cope and resist. Less is known beyond these various coping strategies. Literature that responds to the complexities of Christianity and privilege, particularly in regards to directives for institutional diversity remains inconsistently addressed. The ways in which multiple forms of the Judeo-Christian faith influence experiences within differing higher educational settings is limited. Investigating the materiality that occurs in the interstices of these differing, yet interrelated, conversations has significant import for multiple dimensions of Black higher education. The present chapter questions the potential influence Judeo-Christian African-American women faculty have on diverse student engagement at historically Black colleges and universities.

Challenge-based learning (CBL) has gained acceptance as a contemporary and progressive teaching pedagogy that provides a holistic and inclusive experience to learners in higher education (HE) institutions. However, its lack of appeal to non-STEM subjects and the need for further development, particularly concerning improved approaches, have been recognized. It seems that CBL runs the risk of becoming a portmanteau pedagogy that blends aspects of problem-based learning, project-based learning, and situated learning, as opposed to its development as an effective pedagogy tool. This points to a lack of a formal implementation framework, code of practice, and standard procedures for its delivery. We argue that blending a design thinking (DT) pedagogy with CBL can potentially provide the stability that CBL currently lacks. At the same time, it also presents a more inclusive proposition to potential non-STEM audiences. Thus, in this chapter, we seek to interrogate the intersectionality between CBL and DT literature in the context of HE teaching and learning with a view of establishing CBL as a pedagogy in its own right. We attempt to achieve this by systematically analyzing the separate literature to reveal the synergies and common touchpoints.

Purpose – This chapter explores the m+eaning and significance of family business social responsibilities (FBSRs) using a metasystem approach, placing emphasis on the role of the family.

Design/Methodology/Approach – We employ a revelatory case study to investigate the complexity of family business (corporate) social responsibility. The main case, a German shoe retailer, is supplemented by other case illustrations that provide additional insights into FBSR.

Findings – To fully understand social responsibility in a family firm context, we need to include social initiatives that go beyond the actual family business as a unit. This FBSR connects family members outside and inside the business and across generations. As FBSR is formed through individual and family-level values, its character is idiosyncratic and contrasts the often standardized approaches in widely held firms.

Practical Implication – Family businesses need to go beyond the business as such when considering their engagement in social responsibility. Family ownership implies that all social initiatives conducted by family members, regardless if they are involved in the firm or not, are connected. This includes a shared responsibility for what family members do at present and have done in the past.

Engagement, motivation, and persistence are usually associated with positive outcomes. However, too much of it can overtax our psychophysiological system and put it at risk. On the basis of a neuro-dynamic personality and self-regulation model, we explain the neurobehavioral mechanisms presumably underlying engagement and how engagement, when overtaxing the individual, becomes automatically inhibited for reasons of protection. We explain how different intensities and patterns of engagement may relate to personality traits such as Self-directedness, Conscientiousness, Drive for Reward, and Absorption, which we conceive of as functions or strategies of adaptive neurobehavioral systems. We describe how protective inhibitions and personality traits contribute to phenomena such as disengagement and increased effort-sense in chronic fatigue conditions, which often affect professions involving high socio-emotional interactions. By doing so we adduce evidence on hemispheric asymmetry of motivation, neuromodulation by dopamine, self-determination, task engagement, and physiological disengagement. Not least, we discuss educational implications of our model.

COVID-19 has shaken every nation in the world, and its consequences have spread throughout society. The influence of the health pandemic has left a negative imprint on both the public and private sectors, affecting thousands of people. The objective of this literature review is to explore, summarise, and analyse the state of the art of corporate social responsibility (CSR) practices in the context of COVID-19 by identifying those that have been implemented during the pandemic. This review was developed using the narrative method to gain a broader perspective of this phenomenon by analysing 30 Web of Science (WOS) articles from 1998 to 2020. The findings suggest that the implementation of CSR-focussed practices offers the possibility to change consumer behaviour towards a socially responsible approach, thus contributing to our country’s economic recovery. The inclusion of CSR within the COVID context allows for a better understanding of the socially responsible practices that have been implemented during the health restrictions.

Social entrepreneurship (SE) has become the engine propelling the rapid expansion of the social/environmental sector; thus, the authors need to examine it from different perspectives. First of all, it is vital to understand the concept of SE in an attempt to understand the most basic question: what makes an entrepreneurship social and what makes a social initiative a SE? Second, it is important to know the tools to develop a SE such as the business model canvas and design thinking, among others, which are adapted to SE, as well as tools that are unique to the sector such as impact measurement and impact investing. Third, aspiring SEs have to understand the current ecosystem in order to take advantage of the enormous support that the SE ecosystem has to offer thanks to global players such as Ashoka, the Schwab, and Skoll foundations as well as prominent Latin American players such as New Ventures Group, ANDE, and collective company-driven initiatives such as Momentum led by BBVA Bank that have supported more than 10,000 SE all over the world. Finally, the authors will introduce the case of low-income house builders Hábtiva and a student challenge to ignite aspiring social entrepreneurs. This chapter provides a glimpse of the field SE by focusing in its importance in our current challenging world, its definition, some tools used in the field, the current ecosystem of SE, how to measure social impact, and some cases and challenges.

This chapter discusses religious diversity and the religious minority student on the HBCU campus. The author discusses existing literature and research on religious minority college students and the challenges and experiences of religious minorities on campus. The primary purpose of this chapter is to improve HBCU practitioners’ abilities to promote religious pluralism and tolerance of all faiths. Student affairs practitioners must first have a fundamental understanding of who is a religious minority.

The outbreak of the COVID-19 pandemic caught the world by surprise. Suddenly, people, as well as organizations, needed to adapt to a new reality of work from home, work–life balance, e-leadership, extreme hygiene, and social distancing. Companies had to find new ways to operate, and areas such as Corporate Social Responsibility (CSR) had to react to face the stakeholders' needs. In addition, developing countries had been in a fragile position, as this crisis has deteriorated already weak economic, political, and social conditions. In Mexico, CSR has traditionally assisted on urgent matters such as poverty, hunger, education, work, and other issues that have also been considered in the UN Sustainable Development Goals (SDGs). The aim of this chapter is to describe and analyze CSR response to the COVID-19 crisis of large foreign multinational corporations (MNCs) in Mexico, especially in relation to the SDG agenda. First, we provide a general background of the initial condition, that is, Mexico's situation when the pandemic arose, as well as common attributes of prepandemic CSR in Mexico. Then, we examine the government's response to the crisis. Afterward, we observe and analyze large foreign MNCs' CSR disclosed activities to face the emergency. Main findings imply that companies switched their usual CSR attention from socioeconomical, institutional, and sustainability goals to primary needs. Lastly, we make recommendations on the future of CSR and the SDG in the so-called “new normal.”